The incorporation of greater gerontological content in social work curricula has been recognized as a pressing educational need for many years. Many social work students are not exposed to the specialized knowledge and skills needed to effectively serve older adults. A frequently reported barrier to curricular development in aging is the perception that the curriculum is too full to accommodate significant additions. This empirical study explored the potential for a limited curriculum module to enhance MSW and BSW students' gerontological practice-related knowledge, attitudes, and interest. Findings suggest that a brief, concentrated educational intervention is a promising avenue for increasing knowledge about assessment and intervention with older adults, and for enhancing positive attitudes toward them, especially among undergraduate students.
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